重庆市N小学高段学生提出数学问题能力的调查研究

发布时间：2018-01-18 15:13

本文关键词：重庆市N小学高段学生提出数学问题能力的调查研究　出处：《重庆师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：2011版数学课程标准总目标由原来的“双能”(分析问题和解决问题)变更为“四能”(发现问题、提出问题、分析问题和解决问题),明确地将提出问题能力纳入到总目标中,并指出学生应该“初步学会从数学的角度发现和提出问题”。首先,本研究在整理关于学生提出问题能力文献的基础上,编制了包括小学数学中数与代数、图形与几何、统计与概率和综合与实践的四个情境题。其次,通过测验调查了解重庆市N小学高段165名学生提出问题的总体能力以及不同年级、不同性别、不同成绩、不同家庭背景、是否担任班干部学生在提出问题的数量和质量上是否存在差异;通过观察了解学生在课堂上提出问题的情况以及教师教学情况了;通过访谈了解了教师对于学生提出问题的看法及其现状。然后,在梳理以上几种研究方法所得到的结果基础上,找出学生提出问题能力现状中存在的问题及原因;最后,针对原因提出相关建议。本研究的主要结论:1.从总体上看,N小学高段大多数学生能够提出一些简单的数学问题,少数学生能提出复杂的数学问题,但其质量还有待于提高。2.男生与女生在提出问题能力上存在非常显著的统计学差异,女生表现优于男生;高中低成绩组的学生在提出数学问题的总数、速度、质量上都存在非常显著的统计学差异,随着成绩的上升,提出数学问题的总数、速度、质量也呈上升趋势;不同年级、不同家庭背景、是否为班干部的学生在提出问题能力总体能力上不存在统计学差异。3.从4个情境中看,N小学高段学生提出数学问题的得分在3分以下,根据“数与代数”情境提出问题的能力最高,其次是“统计与概率”情境,根据情境“图形与几何”及“综合与实践”提出问题的能力较差。4.通过课堂观察可以发现:学生提出问题的机会较少,也只有少数学生会主动提出问题,一旦有机会,少数学生能提出较高质量的问题;教师的课堂教学语言不能很好地激发学生提出问题的动机;教师对于学生提出问题的评价方式不够合理。5.通过教师访谈可以发现:数学教师关于培养学生提出问题能力的意识还不够强;只有少数学生会在课堂上提出问题;教师对于学生提出问题的反馈方式有待优化;教师的教学方式和提出问题能力的评价标准未落实都对学生提出问题有所影响;教师给学生提出问题的机会不够。6.根据结果分析其原因:学生发展的不成熟和差异性;课程资源的单一性;学校不够重视提出问题能力的培养;教师关于提出问题能力培养的意识和教学技能的缺失;家长文化素质的影响。7.根据原因提出了相关的建议:把握差异,因材施教;联系社会实际生活,丰富数学课程资源;将提出问题能力纳入课堂教学评价中;增强培养观念,优化培养方法;家长须加强家庭教育方式的学习。
[Abstract]:The overall goal of the 2011 Mathematics Curriculum Standard has changed from the original "double energy" (problem analysis and problem solving) to the "four powers" (problem finding, problem raising, problem analysis and problem solving). Explicitly incorporate the ability to ask questions into the overall goal, and state that students should "initially learn to find and ask questions from a mathematical point of view"... first of all. On the basis of the literature on students' ability to ask questions, this study has compiled four situational problems including number and algebra, graphics and geometry, statistics and probability, synthesis and practice in primary school mathematics. Through the survey, 165 students in Chongqing N primary school were investigated for their overall ability to ask questions, as well as different grades, different gender, different grades and different family backgrounds. Whether there are differences in the quantity and quality of the questions posed by the class cadres and students; Through observation to understand the situation of students in the classroom to ask questions and teachers teaching situation; Through interviews to understand the teachers' views on students' questions and their current situation. Then, on the basis of combing the results of the above several research methods. To find out the existing problems and reasons in the present situation of students' ability to ask questions; The main conclusion of this study is: 1. On the whole, most of the students can put forward some simple mathematical problems, a few students can put forward complex mathematical problems. However, the quality still needs to be improved. 2. There is a very significant statistical difference between male and female students in the ability to ask questions, and the performance of female students is better than that of male students. There are significant statistical differences in the total number, speed and quality of the mathematical problems raised by the students in the high school and low achievement group. With the increase of the scores, the total number, speed and quality of the mathematical problems are also rising; Different grades, different family backgrounds, whether the class cadres in the overall ability to ask questions there is no statistical difference. 3. From the perspective of four situations. The students in N primary school had the highest ability to ask questions according to the situation of "number and algebra", followed by the situation of "statistics and probability". According to the situation "graphics and geometry" and "synthesis and practice", the ability to ask questions is poor. 4. Through classroom observation, we can find that students have fewer opportunities to ask questions, and only a few students will take the initiative to ask questions. Once given the opportunity, a small number of students can ask higher quality questions; Teachers' classroom teaching language can not well stimulate the motivation of students to ask questions; 5. Through the interview with the teachers, we can find that the mathematics teachers are not strong enough to cultivate the students' awareness of the ability to ask questions; Only a few students ask questions in class; Teachers' feedback on students' questions needs to be optimized. The failure of teachers' teaching methods and the evaluation criteria of their ability to ask questions has an impact on the students' asking questions; The teacher gives the student the opportunity to ask the question not enough. 6. According to the result analyzes its reason: the student development is immature and the difference; The singularity of curriculum resources; The school does not pay enough attention to the cultivation of the ability to raise questions; Teachers' awareness of the ability to raise questions and the lack of teaching skills; 7. the influence of parents' cultural quality. According to the reasons, the author puts forward some suggestions: grasp the differences and teach students according to their aptitude; Connecting with the actual life of the society, enriching the mathematics curriculum resources; The ability to ask questions will be included in the classroom teaching evaluation; Strengthen the concept of cultivation, optimize the training method; Parents should strengthen the study of family education.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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